The Training and Assessment Strategy (TAS) is an often abused and poorly utilised document that can be the lifesaver in RTO compliance. It is your easiest and best way to show the regulator that you are in control of your training.
As a reference document, I am frequently appalled at how little information a TAS contains cialis 20 or how useless it is as a practising document. The philosophy I use is that the TAS is a public record about how I intend to deliver my training and ensure that my training outcomes are met. In fact, I often encourage my training partners to give the HaloNT TAS’s to prospective clients to show them exactly what is going to be covered and when.
I must admit that there are elements of my TAS’s that I think could do with some more work, or perhaps some more explanation, but my TAS’s run to between 10 and 16 pages each, and they provide everyone who trains and assesses under us with pretty clear guidance about what is expected.
This is what the Standards say …
1.1. The RTO’s training and assessment strategies and practices, including the amount of training they provide, are consistent with the requirements of training packages and VET accredited courses and enable each learner to meet the requirements for each unit of competency or module in which they are enrolled.
The Standards also refer to sufficient trainers and assessors to deliver the training and assessment, educational and support services to meet the needs of the learner, learning resources to enable learners to meet the requirements, and facilities and equipment.
Although all these things don’t need to be in your TAS, they represent a fairly substantial part of what you need to prove to the regulators, and the TAS is as good a place as any to list all these things.
You will need to show that you have a place to do your formal training – the TAS can identify your office or hired training room, and you can attach an appendix that details what your training room facilities look like, of what is provided at your hired room.
You will need to identify that you have sufficient trainers and assessors to carry out your training activities, so you can refer to a training matrix in your TAS.
You will need to outline any regulatory requirements, such as prerequisites, for each unit that you will be delivering, and make notes about how you will ensure that this prerequisite is met. If it is not an item that you have on scope, you will need to identify where the item will come from, who will deliver it (if it needs to be delivered by a 3rd party or outside provider, and how you be become aware that the student now has the prerequisite.
Gosh, anything else?
I include the following items as a matter of best practise:
- full details of the Unit of Competency or Course to be undertaken, including course codes, full titles, and the training packages that they came from;
- details about the current version of the course or unit, the current version of the training package, the current version of the TAS, and the proposed date of review;
- details about packaging requirements, prerequisites, licensing requirements (if applicable), and a working listing of the standard units that I offer in a ‘standard’ (non-customised) course;
- summary of the course outcomes, duration (including structure of the course), externals elements that may need to be considered such as logbooks, and issues around clustering of units;
- basic outline of the course delivery schedule
- complete listing of the required skills and knowledge for everything that will be taught under this TAS
- details of training and assessment arrangements, including mode of delivery, factors that may influence delivery (work scheduling requirements, availability and allocation of resources onsite), types of assessment that have been identified for each unit covered by the TAS;
- standard reporting process flows for each student and for each trainer and assessor (flagging any identified issues with the process flow for the specific work context or training environment)
- details about how we moderate assessments, and some details about how we will validate assessments;
- details about our industry consultation;
- listing of all resources – facility, safety, training and assessment – required for the course or unit covered on the TAS;
- information about collection and collation of learner and employer feedback; and
- a declaration by an approved person that this TAS is implemented.
This is our take on a Training and Assessment Strategy. It is not how everyone, or indeed how anyone else, may do this document.
It is not a ‘final’ document, but a ‘living’ document in the truest sense – it needs to adapt and change with each thing that you learn about the training that you offer.
- Copy the list above into a blank Word document, and just start filling in the information as find it. Get one version (mostly) correct for one unit or course, and then use that as a working Template for all the others.
- As you identify each major part that is missing, start a small project to correct it. For example, if you don’t have a trainer and assessor matrix when you get to that section, start one.
- Make declarations about your intentions until you have specific details. For example, state that you will collect student feedback. When youy are clear about what you will collect, when you will collect it, and what you will do with it afterwards, update your TAS to reflect this.
Start small, and finish big. Good luck!